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ERIC Number: EJ1095835
Record Type: Journal
Publication Date: 2016-Feb
Pages: 19
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0268-2141
Promoting Social Inclusion: A Structured Intervention for Enhancing Interpersonal Problem-Solving Skills in Children with Mild Intellectual Disabilities
Vlachou, Anastasia; Stavroussi, Panayiota
Support for Learning, v31 n1 p27-45 Feb 2016
There has been increasing interest in providing students with disabilities, who are at risk of social isolation, with opportunities to develop social competence and self-determination. Specifically, the provision of opportunities for teaching these students to promote social problem-solving skills is potentially useful for facilitating their social participation in inclusive settings. Although the importance of teaching problem-solving skills has been emphasised, there are still open questions regarding how teachers could put knowledge about problem-solving skills learning into practice, especially with regard to students with intellectual disabilities. This article presents a four-phase educational intervention programme designed to teach students with mild intellectual disabilities social problem-solving skills. A detailed description of the programme, including materials and methods, is provided.
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A